The Content of the New Literature Textbooks for 9th Degree. A Didactic and Methodological Point of View

2021 ◽  
Vol 63 (1) ◽  
pp. 83-92
Author(s):  
Valentin Stoyanov ◽  
Keyword(s):  
Content Analysis ◽  
Ninth Grade ◽  
Point Of View ◽  
Ninth Graders ◽  
Independent Learning ◽  
Don Juan ◽  
Careful Handling ◽  
New Literature ◽  
Literary Experience

Through comparative and content analysis, the article discusses the ways in which Byron's poem "Don Juan" is presented in the new textbooks for ninth grade. Numerous explanations and references, as well as the unusual for the myth of Don Juan choice of the obligatory for study of Chapter VIII, require from the authors of the textbooks very careful handling of the scientific and didacticmethodical apparatus. When an approach in accordance with the literary experience of ninth-graders is not chosen, the study articles have a low informative value. The known discrepancies in the analyzed motives make it difficult to compile tests that can be correctly solved by students using different textbooks. In some cases the tasks from the methodical part do not create skills for independent learning, but require repetition of what is written in the theoretical part. textbooks fail to realize interdisciplinary connections.

scholarly journals TEXTILE LITERACY OF NINTH-GRADE STUDENTS IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT

2021 ◽  
Vol 79 (4) ◽  
pp. 674-685
Author(s):  
Barbara Zaman ◽  
Francka Lovšin Kozina
Keyword(s):  
Sustainable Development ◽  
Learning Strategies ◽  
Ninth Grade ◽  
Point Of View ◽  
Ninth Graders ◽  
Fifth Grade ◽  
Daily Lives ◽  
School Year ◽  
Ninth Grade Students ◽  
Textile Products

Today’s world is facing a problem with the growth of textile products and in particular, textile waste, which already represents a serious environmental problem. From the point of view of ensuring sustainable handling of textile products, it is thus very important that individuals have the appropriate knowledge, attitudes and skills for sustainable handling of textile products or that they are properly ‘textile literate’. After all, appropriate textile literacy enables individuals to act according to the concept of sustainable development. The purpose of this research, which included 80 students from three Slovenian schools, who had completed their lower secondary education in the 2018/2019 school year, was to find out what their basic textile knowledge was and how they transferred it into their daily lives. Ninth graders were found to be deficient in basic textile skills, with girls having statistically significant better knowledge than boys. The girls were also statistically significantly better at recognising the connection between the acquired knowledge and everyday life and achieved a better result in terms of sustainable handling of textile products. The research findings can help teachers to be aware of the critical points in textile teaching in the context of sustainable development. The results also suggest that the current placement of textile content in the fifth grade, without further upgrading of the content in higher grades is not optimal. Most of the surveyed students had high grades in the fifth grade, but knowledge that is vital from the point of view of the sustainable behaviour of an individual is low in the ninth grade. These results can provide useful information for school policy makers who want to follow modern concepts of sustainable development. Keywords: active learning strategies, cross-curricular integration, ninth-graders, sustainable development and textile literacy

scholarly journals Local Participation in Tourism Development—Roles of Non-Tourism Related Residents of the Alpine Destination Bad Reichenhall

2019 ◽  
Vol 11 (24) ◽  
pp. 6947 ◽  
Author(s):  
Markus Kantsperger ◽  
Hannes Thees ◽  
Christian Eckert
Keyword(s):  
Developing Countries ◽  
Content Analysis ◽  
Qualitative Content Analysis ◽  
Stakeholder Participation ◽  
Qualitative Interviews ◽  
Tourism Development ◽  
Point Of View ◽  
General Point ◽  
Local Participation ◽  
Important Target

This study applies an adapted approach of the traditional view on local participation in tourism development. First, the study mainly focuses on exploring the patterns behind participation instead of the reasons for participation. Second, a case is chosen that transcends the interest in researching participation in developing countries. Third, the study focuses on non-tourism related residents, an under-researched group of stakeholders. It is thus investigated how non-tourism related residents face the process of participation in tourism development and what the main barriers and drivers are in this regard. To discuss this issue, the study takes a closer look at the case of Bad Reichenhall, an Alpine Destination in Germany. 15 qualitative interviews are conducted with non-tourism related residents and further evaluated through a qualitative content analysis. The results underline that tourism represents a public domain that concerns all stakeholders of a destination. The typology derived throughout the study reflects the heterogeneity of non-tourism related residents, coming up with four types of non-tourism related residents facing participation in tourism development rather differently. Various barriers and drivers are revealed that impact non-tourism related residents from both a personal and general point of view. Non-tourism related residents turn out as a promising and important target group in the discourse of stakeholder participation in tourism development.

scholarly journals Budai reneszánsz kötéstáblából előkerült ősnyomtatvány-töredékek

2019 ◽  
Vol 135 (3) ◽  
pp. 331-345
Author(s):  
Judit Lauf
Keyword(s):  
Content Analysis ◽  
Close Contact ◽  
Point Of View ◽  
Desiderius Erasmus ◽  
16Th Century ◽  
Hungarian Language

The National Széchényi Library bought Desiderius Erasmus’ famous work, the Institutio principis Christiani printed in Basel in 1516 by Johann Froben at an auction organized by the Borda Antiquarian Bookshop in 1994. Erzsébet Muckenhaupt has demonstrated that this book was bound in leather in the same bookbinding workshop as two early 16th century Hungarian-language manuscripts, codices Lányi and Apor. The Erasmus volume was restored and fragments of prints were discovered in its binding in 2004. In the first part of the paper, I present the bibliographical data of the host book and of the six print fragments used as binder’s waste. In the second part of the study, I analyse the six works from the point of view of content and form. I try to find out whether the fragments are related somehow, from where the bookbinders acquired them, and whether the fact that the publishing of three of the prints used as binder’s waste was connected to the booksellers of Buda is more than mere accident. In answering these questions, I resort to the content analysis of the volumes which were bound at the same place as the Lányi Codex in order to find out more about the bookbinding workshop where the analysed fragments were used as binder’s waste. All these suggest that the group of volumes related to the Lányi Codex with regard to their binding were bound in a workshop operated by or in close contact with the booksellers of Buda.

scholarly journals Washback of English national exams at ninth-grade level in Thailand and Indonesia

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Wachyu Sundayana ◽  
Panusak Meekaeo ◽  
Pupung Purnawarman ◽  
Didi Sukyadi
Keyword(s):  
Language Learning ◽  
Grade Level ◽  
Teaching And Learning ◽  
English Language ◽  
Ninth Grade ◽  
Ninth Graders ◽  
English Language Teaching ◽  
English Language Learning ◽  
Ninth Grade Students

Washback refers to influences of testing on teaching and learning. In Thailand and Indonesia, washback of the Ordinary National Educational Test (O-NET) and Ujian Nasional (UN) inevitably occurs on teaching and learning in classrooms at every level. This present study aims to explore and compare the washback effects of the O-NET and UN on English language learning as perceived by Thai and Indonesian ninth-grade students. It is a multi-case study (Thailand case and Indonesia case) by using triangulation design as the research design. The questionnaires concerning washback effects of national exams on English language learning were distributed to 200 ninth-graders in the two cases. In addition, six students from each case were interviewed. The results reveal that in both cases, the participants focus to learn on contents and skills that were likely to appear in the national exams. The participants learned English harder to perform well in the tests rather than to improve their English ability. Moreover, the students had high anxiety during the test preparations and feared for low O-NET and UN scores. The results of the study contribute to future washback study and improvement of English language teaching and learning at ninth-grade in Thailand and Indonesia.

Mission of the Territory: How to Develop It and is it Needed at All?

2020 ◽  
Vol 144 ◽  
pp. 126-135
Author(s):  
Anna A. Voloshinskaya ◽  
Keyword(s):  
Economic Development ◽  
Content Analysis ◽  
Mission Statement ◽  
External Environment ◽  
Point Of View ◽  
Foreign Experience ◽  
Advantages And Disadvantages ◽  
Socio Economic Development ◽  
Definition Of ◽  
Practical Recommendations

There is no generally accepted definition of a territory’s mission either in Russia or abroad. So is it worth including a mission in the strategy of socio-economic development of a territory and what definition of the mission is better to choose? To answer these questions, a content analysis of Russian and foreign definitions of the territory's mission has been carried out, from which common units of meaning were identified. It was established that a number of semantic units in definitions of the territory's mission and the mission of organization coincide. However, from the point of view of the mission statement, there are a number of significant differences between a territory and an organization, which makes some definitions of the territory’s mission hardly applicable in practice. Conclusion is made: it is better to define the territory's mission through its role in the external environment, functions and unique features of the territory. The article examines advantages and disadvantages of alternative options: not to develop a mission at all or to develop it in a purely formal way. Practical recommendations on developing a territory mission, examples from Russian and foreign experience are given.

Contemporary Bulgarian Literature as a Means for Formation of Assessment Abilities in Adolescents for Deviations in Behavior

2021 ◽  
Vol 63 (6) ◽  
pp. 682-694
Author(s):  
Daniel Polihronov ◽  
Keyword(s):  
Content Analysis ◽  
The State ◽  
Point Of View ◽  
Pedagogical Practice

The problem of formation of assessment abilities in adolescents for deviations in behaviour through contemporary Bulgarian literature is relevant and insufficiently studied in our country from a pedagogical point of view. Based on an interpretive content analysis of interviews conducted with contemporary Bulgarian authors, summaries and trends about the state of the problem and its application in pedagogical practice are presented.

Making Learning Meaningful

2013 ◽  
Author(s):  
Janet Allen ◽  
Christine Landaker
Keyword(s):  
World War Ii ◽  
Social Studies ◽  
Point Of View ◽  
Independent Learning ◽  
World War ◽  
Social Studies Teacher ◽  
New Students ◽  
Historical Expertise ◽  
Bias Point

When encouraging readers of history, we have several broad goals for our students as readers and as learners. We want them to leave their reading with some knowledge of content and to be able to discriminate among ideas for significance, bias, point of view, and perspective. We would like them to think about what they learned and how they learned it, acknowledging the value of talk and others’ opinions and ideas when they are forming their own opinions. We would also hope the study we’ve done would prompt them to ask new questions that lead them to further reading and study. At this stage in their lives, these readers have assumed the reader role of “Text Critic” as they analyze, synthesize, apply, and extend their learning into independent learning and historical expertise. Many of us have enjoyed students who see themselves as historical experts. On Christine’s first day as a social studies teacher, before the bell had rung to allow students to enter class, she encountered her first expert in her new students, Stephen:… “So, you’re going to be my U.S. History teacher. What do you know about Patton?” “Do you mean George Patton from World War II?” “Yes. If you’re going to expect me to learn from you, you better know your World War II stuff. And, you’re going to have to have seen the movie. Have you seen it?” “Well, no. But if you have it . . . “I have it right here with me. Watch it tonight and we can talk about it tomorrow.”… Christine had found her first expert—and her first ally. This is the kind of student we hope we foster as we are planning curriculum and instruction throughout the year. In Ways That Work: Putting Social Studies Standards into Practice, Tarry Lindquist expects these outcomes and plans for them at the beginning of the unit. “Whenever I plan a unit, I first brainstorm ways my students can acquire knowledge, manipulate data, practice skills, and apply their understanding through group activities” (1997, 101). As a result of the time Christine and her students spend working on questioning, thoughtful and careful reading, exposure to multiple texts, and sharing ideas with others, the satisfaction of those goals is evident in her classroom.

On Literary Understanding

2019 ◽  
pp. 67-92
Author(s):  
Jennifer Gosetti-Ferencei
Keyword(s):  
Literary Work ◽  
Cognitive Models ◽  
Point Of View ◽  
Literary Reading ◽  
The World ◽  
Literary Experience

Several recent approaches to literature—what the chapter describes as moral, aesthetic, and cognitive models of literary experience—allow us to consider its relevance in epistemic terms. Through an examination of the insights and limits of these approaches, the chapter presents the case for the experiential, generative, and expressive dimensions of understanding the literary work, and for their implications beyond literary reading. That literary understanding is experiential will mean that, beyond knowledge of what the text is about, one must have acquaintance with what it is like to undergo the imaginings prompted by the text. That literary understanding is generative means that what we understand in literary experience is not merely the objects or events in the world from which the work may draw, but how these are transformed in the specific literary presentation created by the work. That literary understanding is expressive will mean that the object of understanding issues from, and brings us into contact with, a point of view, even if one known only through and as the work itself. These dimensions of literary understanding, I suggest, enable understanding beyond the experience of literature as such.

Patient Safety

2021 ◽  
pp. 200-222
Author(s):  
Anabela de Magalhães Ribeiro ◽  
Luis Pedro Ribeiro ◽  
Carlos Alberto Silva ◽  
Luís Pedro Magalhães-Ribeiro
Keyword(s):  
Public Health ◽  
Patient Safety ◽  
Content Analysis ◽  
Qualitative Analysis ◽  
Safety Culture ◽  
Patient Safety Culture ◽  
Point Of View ◽  
Health Region ◽  
Open Questions ◽  
Provision Of Care

The purpose of this chapter is to give a perspective of patient safety culture by users of public health units through a qualitative analysis of open questions asked. The sample consists of 241 patients from the health region of Algarve. The open questions were the object of content analysis in thematic and categorical form, followed by lexical treatment using the Iramuteq software. From the patients' point of view, the evolution of patient safety is the result of an understanding of the meaning of the highlighted terms (safety, health, meaning), as well as of the intervention and improvement in these categories. It is known with these associations that for the patient, patient safety involves the existence of professionals for each individual (personal) and the existence of a receptive and empathic nature on the part of the professionals (human), as well as the need to demystify care for the understanding of patients (technician/knowledge) and the provision of care completely focused on the patient (attention).

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